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Let history into the mathematics cla...

Barbin, Evelyne.

Let history into the mathematics classroom

Record Type:	Electronic resources : Monograph/item
Title/Author:	Let history into the mathematics classroomby Evelyne Barbin ... [et al.].
other author:	Barbin, Evelyne.
Published:	Cham :Springer International Publishing :2018.
Description:	xxiv, 146 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	MathematicsStudy and teaching.
Online resource:	http://dx.doi.org/10.1007/978-3-319-57150-8
ISBN:	9783319571508$q(electronic bk.)

Let history into the mathematics classroom
Let history into the mathematics classroom[electronic resource] /by Evelyne Barbin ... [et al.]. - Cham :Springer International Publishing :2018. - xxiv, 146 p. :ill., digital ;24 cm. - History of mathematics education,2509-9736. - History of mathematics education..

Angles in Secondary School: Surveying and Navigation -- Dividing a Triangle in the Middle Ages: An Example From the Latin Works on Practical Geometry -- A Square in a Triangle -- Indian Calculation: The Rule of Three--Quite a Story -- The Arithmetic of Juan de Ortega: Equations without Algebra -- The Congruence Machine of the Carissan Brothers -- A Graphical Approach to Euler's Method -- Calculating with Hyperbolas and Parabolas -- When Leibniz Plays Dice -- The Probability of Causes According to Condorcet.

This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians--such as Gottfried Leibniz and Leonard Euler--as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems--mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers' problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.

ISBN: 9783319571508$q(electronic bk.)

Standard No.: 10.1007/978-3-319-57150-8doiSubjects--Topical Terms:

189978
Mathematics
--Study and teaching.

LC Class. No.: QA11.2

Dewey Class. No.: 510.71

Let history into the mathematics classroom
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245 0 0 $a Let history into the mathematics classroom $h [electronic resource] / $c by Evelyne Barbin ... [et al.].
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505 0 $a Angles in Secondary School: Surveying and Navigation -- Dividing a Triangle in the Middle Ages: An Example From the Latin Works on Practical Geometry -- A Square in a Triangle -- Indian Calculation: The Rule of Three--Quite a Story -- The Arithmetic of Juan de Ortega: Equations without Algebra -- The Congruence Machine of the Carissan Brothers -- A Graphical Approach to Euler's Method -- Calculating with Hyperbolas and Parabolas -- When Leibniz Plays Dice -- The Probability of Causes According to Condorcet.
520 $a This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians--such as Gottfried Leibniz and Leonard Euler--as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems--mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers' problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.
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